Abstract
A survey of itinerant teachers of the deaf and hard of hearing in four Australian states raw conducts to describe the personal and professional characteristics of these teachers and their rank with students. Of particular interest raw whether itinerant teachers use consultative or pull-out models of service delivery. Other elements surveyed included professional training and backgrounds of the teachers, their experience in regular and special education, the basis of their workload determination, the roles they adopt to meet the perceived needs of their students, and factors which influenced their perceptions of the effectiveness of service delivery. The implications of these findings for policy development and service delivery are discussed.